Front Cover
Cybercartography in a Reconciliation Community
CYBERCARTOGRAPHY IN A RECONCILIATION COMMUNITY: ENGAGING INTERSECTING PERSPECTIVES
Copyright
Dedication
Contents
Contributors
Foreword
Preface
References
Acknowledgements
1 - Introduction
1.1 Opening words
1.2 Multidisciplinary research in a reconciliation context
1.3 Nature and purpose
1.3.1 A residential schools reconciliation context
1.3.2 Reconciliation in a transitional justice framework
1.3.3 Reflexivity
1.3.4 Talk, templates and tradition: An iterative approach to research and education
1.3.5 Implicit and explicit cartography
1.4 Book contents
1.5 Conclusion
References
2 - Cybercartography, emergence and iterative development: The Residential Schools Land Memory Project (RSLMMP)
2.1 Introduction
2.2 Cybercartography: Evolution of a theoretical and practical framework
2.3 The Lake Huron Treaty Atlas: A high-speed tour
2.4 Residential Schools Land Memory Mapping Project, SSHRC Insight Grant, 2015–20
2.5 Conclusion
References
3 - Mapping Jeff Thomas mapping: Exploring the reflexive relationship between art, written narrative and Cybercarto ...
3.1 Introduction
3.2 Jeff Thomas: Mapping and art/art and mapping
3.3 Jeff Thomas and Cybercartography: A high-speed tour
3.3.1 The Cybercartographic Atlas of Indigenous Perspectives and Knowledge (Great Lakes Region-St. Lawrence Region, GLSL Atlas)
3.3.2 The Jeff Thomas Atlas: Journey with the Champlain monument
3.3.3 Travels Map of Residential Schools Land Memory Atlas
3.3.4 The Jeff Thomas 2015 Road Trip overlay
3.3.5 Mapping the family camera and visitor information exhibits: Geo-locating composite photograph components
3.3.6 Residential schools volunteered geographic information: Battleford Indian Residential School
3.3.7 Transposing the Jeff Thomas Cahokia Mounds Journey overlay onto the Residential Schools Map
3.3.8 Jeff Thomas Mapping Thomas Moore overlay in the Nenboozhoo Mindemoye Map of the Lake Huron Treaty Atlas
3.3.9 The ‘I Have a Right to be Heard’ overlay in the Where Are the Children Exhibition Map Module
3.4 Zooming in on Jeff Thomas’ narrative mapping of the Where Are the Children Exhibit: ‘I Have a Right to be Heard’ (by Jeff T ...
3.4.1 Personal Bill of Rights (Fig. 3.4.1.1)
3.4.2 Meeting Thomas Moore
3.4.3 Silenced witnesses
3.4.4 Listening to survivors
3.4.5 Repurposing history
3.4.6 Connecting the dots
3.4.7 Is This Thomas Moore?
3.5 Discussion and conclusion: Reflexive interplay between implicit and explicit Cartographic approaches
References
4 - Reimagining archival practice and place-based history at the Shingwauk Residential Schools Centre
4.1 Introduction
4.2 Positionality of the SRSC
4.3 Place-based learning
4.4 Constructing narratives in archival-based Cybercartography
4.5 Photographic narratives
4.6 Written archival narratives
4.7 Survivor voices
4.8 Conclusion
References
5 - The Carlisle Indian Industrial School: Mapping resources to support an important conversation
5.1 Introduction
5.2 Building accessible resources to support sharing and scholarship
5.3 Mapping to support teaching
5.4 Mapping to tell a story
5.5 Mapping to answer research questions
5.6 Conclusion
Appendix (see Fig. 5.1.1)
References
6 - Charting the intimate terrain of Indigenous Boarding Schools in Canada and the United States
6.1 Introduction
6.2 The settler colonial mesh
6.3 Indigenous Boarding Schools in Canada and the United States
6.4 Assimilative education and genocide
6.5 Modular and mobile maps: Representing intimate colonialisms in Indigenous Boarding Schools
6.6 Conclusion
References
7 - Workhouses and residential schools: From institutional models to museums
7.1 Introduction: A reconciliatory museology
7.2 Rupture, difficult history and reconciliatory museology
7.3 Workhouses and industrial schools in the United Kingdom and Ireland
7.4 Constructions of the child at risk
7.5 Toward industrial schooling
7.6 Indian Residential Schools in Canada
7.7 Three sites of difficult history musealized: Portumna, Southwell, Shingwauk
7.8 Site intervention and use
7.8.1 Portumna
7.8.2 Southwell
7.8.3 Shingwauk
7.9 Interpretation design
7.9.1 Portumna
7.9.2 Southwell
7.9.3 Shingwauk
7.10 Animation and programming
7.10.1 Portumna
7.10.2 Southwell
7.10.3 Shingwauk
7.11 Discussion and conclusion: Toward a reconciliatory museology
References
8 - Talk, templates and developing a geospatial archives tradition: Stories in the making of the Residential School ...
8.1 Introduction
8.2 Relational space, performance and community approaches to cartography
8.3 Relationality and community in new approaches to archives
8.4 Reflections on the iterative development of a geospatial archive: Putting theory into practice
8.5 Discussion and conclusion
References
9 - Site-based storytelling, cybercartographic mapping and the Assiniboia Indian Residential School Reunion
9.1 Introduction: Community-based research, mapping and site-based storytelling
9.2 Building transdisciplinary research strength: Early development of the Assiniboia Residential Schools module
9.3 The Assiniboia Indian Residential School survivor association (AIRSSA) project: On the ground with survivor-led commemorati ...
9.4 Mapping media coverage in the Assiniboia Residential Schools Reunion
9.5 Mapping media related to the AIRS Reunion
9.6 Conclusion: Theory and practice in reflexive development
References
10 - Bridging institutional and participatory ethics: A rationality of care perspective
10.1 Introduction
10.2 Institutional and participatory research ethics
10.3 Discussion and conclusion: Community, research and ethics of care
References
11 - Broadening the cybercartographic research and education network: From Indian residential/boarding schools to B ...
11.1 Introduction
11.2 Birth of a research and education network
11.3 Mapping Beltrami's journey to America
11.4 Tilly Laskey and Beltrami
11.5 Minnesota's first tourist? Giacomo Costantino Beltrami's ‘transatlantic promenades’ of 1823 (by Tilly Laskey): Introduction
11.5.1 Who was Giacomo Costantino Beltrami?
11.5.2 Minnesota's first tourist? Giacomo Costantino Beltrami's ‘transatlantic promenades’ of 1823 (by Tilly Laskey): Conclusion
11.6 Mapping the Mississippi: 2018 class workshop
11.7 Transposing Beltrami's Journey to America onto the Residential Schools Map
11.8 Discussion and conclusion: Research, teaching and the emergence of the Beltrami Research network project
References
12 - Conclusion: building awareness to bridge relationships
12.1 Introductory words
12.2 Reflexivity, intersections and implicit and explicit approaches to cartography
12.3 Talk, templates and tradition
12.4 Development for reconciliation in a transitional justice context
12.5 Concluding words
References
Index
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